The Invisible Achievement Gap

Transcription

1

2

3 The Invisible Achievement Gap How the Foster Care Experiences of California Public School Are Associated with Their Education Outcomes PART TWO Wendy Wiegmann Emily Putnam-Hornstein Vanessa X. Barrat Joseph Magruder Barbara Needell

4 This report was developed by the California Child Welfare Indicators Project in partnership with the Center for the Future of Teaching and Learning at WestEd. The California Child Welfare Indicators Project is a long-standing university-agency data collaboration between the University of California, Berkeley and the California Department of Social Services. The Center for the Future of Teaching and Learning at WestEd is focused on teacherdevelopment policy and practice to ensure that every student in California s elementary and secondary schools has a well-prepared, effective, and caring teacher. WestEd is a research, development, and service agency that works with education and other communities to promote excellence, achieve equity, and improve learning for children, youth, and adults. This report follows the 2013 release of The Invisible Achievement Gap, Part 1: Education Outcomes of in Foster Care in California s Public Schools, which compared the education outcomes of students in foster care with those of other students, including both the K 12 population as a whole as well as other at-risk subgroups with documented achievement gaps, e.g., low socioeconomic status students. Part 2 examines the education outcomes of children in foster care by characteristics unique to the foster care population such as type of placement, time in care, and number of placements during the study year. This research into the foster care student achievement gap was inspired by a report commissioned by the Stuart Foundation in 2008 as part of its Ready to Succeed initiative. That report presented a number of recommendations to improve the education outcomes of students in foster care, with an immediate call for data to be shared between California s education and child welfare systems. Based on a vision developed by the Center for the Future of Teaching and Learning and the Stuart Foundation, in 2010 the Center hosted Documenting the Education Outcomes of Children and Youth in Foster Care, a policy forum that yielded data-sharing agreements and strategies to link the state s child welfare and education data, paving the way for this groundbreaking pair of research studies in California. Both reports are available online at: Suggested citation: Wiegmann, W., Putnam-Hornstein, E., Barrat, V. X., Magruder, J. & Needell, B. (2014). The Invisible Achievement Gap Part 2: How the Foster Care Experiences of California Public School Are Associated with Their Education Outcomes.

6 List of Figures Figure 1. Percentage of students in foster care by child welfare characteristics, 2009/10 6 Figure 2. Percentage of all students, low SES students, and students in foster care classified with any disability by grade level, 2009/10 9 Figure 3. Percentage of all students, low SES students, and students in foster care classified with any disability by placement type, 2009/10 10 Figure 4. Percentage of all students, low SES students, and students in foster care classified with any disability by time in care, 2009/10 11 Figure 5. Percentage of all students, low SES students, and students in foster care by time in care and number of schools, 2009/10 13 Figure 6. Percentage of all students, low SES students, and students in foster care by placement type and number of schools, 2009/10 14 Figure 7. Percentage of all students, low SES students, and students in foster care by number of placements and number of schools, 2009/10 15 Figure 8. Percentage of all students, low SES students, and students in foster care by the statewide school Academic Performance Index decile rank and placement type, 2009/10 17 Figure 9. Percentage of all students, low SES students, and students in foster care in nontraditional schools by grade level, 2009/10 19 Figure 10. Percentage of all students, low SES students, and students in foster care placed in nontraditional schools by disability category and grade level, 2009/10 21 Figure 11. Percentage of all students, low SES students, and students in foster care enrolled in fall who were tested in spring by grade level and placement type, 2009/10 24 Figure 12. Percentage of all students, low SES students, and students in foster care enrolled in fall who were tested in spring by grade level and number of placements, 2009/10 25 Figure 13. Percentage of all students, low SES students, and students in foster care by performance level in English language arts on the California Standards Test, grades 2 11, by grade level, 2009/10 28 Figure 14. Percentage of all students, low SES students, and students in foster care proficient or above for English language arts on the California Standards Test, grades 2 11, by grade level and placement type, 2009/10 29 Figure 15. Percentage of all students, low SES students, and students in foster care by performance level in English language arts on the California Standards Test, grades 2 11, by number of placements, 2009/10 30

7 Figure 16. Percentage of all students, low SES students, and students in foster care proficient or above in mathematics on the California Standards Test, grades 2 7, by grade level and placement type, 2009/10 32 Figure 17. Percentage of all students, low SES students, and students in foster care by performance level in mathematics on the California Standards Test, grades 2 7, by number of placements, 2009/10 33 Figure 18. Percentage of tested grade-10 students who passed both the English language arts and mathematics parts of the California High School Exit Examination, for all students, low SES students, and students in foster care by placement type, 2009/10 35 Figure 19. Percentage of tested grade-10 students who passed both the English language arts and mathematics parts of the California High School Exit Examination, for all students, low SES students, and students in foster care by time in care, 2009/10 36 Figure 20. Single-year dropout rate for all students, low SES students, and students in foster care by placement type, grades 9 12, 2009/10 38 Figure 21. Single-year dropout rate for all students, low SES students, and students in foster care by number of placements, grades 9 12, 2009/10 39 Figure 22. Percentage of grade-12 graduates for all students, low SES students, and students in foster care by placement type, 2009/10 41 Figure 23. Percentage of grade-12 graduates for all students, low SES students, and students in foster care by number of placements, 2009/10 42 List of Tables Table B1. Number and percentage of students in foster care in California public schools, by demographic, and child welfare characteristics, 2009/10 48 Table B2a. Number and percentage of students in foster care by disability category, demographic, and child welfare characteristics, 2009/10 50 Table B2b. Number and percentage of students in foster care with any disability, by grade level, demographic, and child welfare characteristics, 2009/10 52 Table B3. Number and percentage of students in foster care who were over-age for their grade, by grade level, demographic, and child welfare characteristics, 2009/10 54 Table B4a. Number and percentage of students in foster care by number of school placements and grade level, 2009/10 56 Table B4b. Number and percentage of students in foster care by number of school placements, demographic, and child welfare characteristics, 2009/10 57 Table B5a. Number and percentage of students in foster care in nontraditional schools, by grade level, demographic, and child welfare characteristics, 2009/10 59

8 Table B5b. Number and percentage of students in foster care in nontraditional schools, by grade level and disability category, 2009/10 61 Table B6. Number and percentage of students in foster care by statewide Academic Performance Index (API) rate and placement type, 2009/10 62 Table B7a. Number and percentage of students in foster care who participated in the state s Standardized Testing and Reporting Program in English language arts or mathematics, by demographic and child welfare characteristics, 2009/10 63 Table B7b. Number and percentage of students in foster care who participated in the state s Standardized Testing and Reporting Program in English language arts or mathematics, by grade level and placement type, 2009/10 65 Table B7c. Number and percentage of students in foster care who participated in the state s Standardized Testing and Reporting Program in English language arts or mathematics, by grade level and number of placements during school year, 2009/10 66 Table B8a. Percentage of students in foster care by California Standards Test performance levels in English language arts (grades 2 11) by demographic and child welfare characteristics, 2009/10 67 Table B8b. Percentage of students in foster care proficient or above on the California Standards Test in English language arts (grades 2 11) by grade level, demographic, and child welfare characteristics, 2009/10 69 Table B8c. Percentage of students in foster care by California Standards Test performance levels in mathematics (grades 2 7) by demographic and child welfare characteristics, 2009/10 71 Table B8d. Percentage of students in foster care proficient or above on the California Standards Test in mathematics (grades 2 7) by demographic and child welfare characteristics, 2009/10 73 Table B9. Number and percentage of grade-10 students in foster care who passed both parts of the California High School Exit Exam by demographic and child welfare characteristics, 2009/10 75 Table B10. The single-year dropout rate for students in foster care by demographic and child welfare characteristics, 2009/10 77 Table B11. Number and percentage of grade-12 graduates for students in foster care by demographic and child welfare characteristics, 2009/10 79 Table C1. Percentage of students in foster care by county for key education outcomes, 2009/10 82 Table D1. The 10 California school districts enrolling the most students in probation supervised foster care, 2009/10 85 Table D2. Number and percentage of students in probation-supervised foster care in California public schools, by demographic characteristics, 2009/10 86

9 Table D3. Number and percentage of students in probation-supervised foster care with disabilities in California public schools, by disability category, 2009/ Table D4. Number and percentage of students in probation-supervised foster care by grade level, over-age in grades 6 9, number of schools attended during the school year, and by school type, 2009/10 88 Table D5. Number and percentage of students in probation-supervised foster care in California public schools, by school characteristics, 2009/10 90 Table D6. Number and percentage of students in probation-supervised foster care who participated in the state s Standardized Testing and Reporting Program in English language arts or mathematics by grade level, 2009/10 91 Table D7. Number and percentage of students in probation-supervised foster care in California public schools, by California Standards Test performance levels in English language arts, and Algebra I, 2009/10 92 Table D8. Number and percentage of grade-10 students in probation-supervised foster care in California public schools who passed the English language arts, mathematics, and both parts of the California High School Exit Exam, 2009/10 93 Table D9. The single-year dropout rate by grades 9 12 for students in probation supervised foster care in California public schools, 2009/10 94 Table D10. Number and percentage of grade-12 graduates for students in probation-supervised foster care in California public schools, 2009/10 94 Table D11. Public school students in probation-supervised foster care and in foster care, by California county, 2009/10 95 Table D12. California public school students in probation-supervised foster care, by county and school district, 2009/10 97

10

11 Executive summary California, like many other states, has historically known little about the education of school-aged students in foster care despite the state s legal responsibility for these children. This is largely due to challenges related to the sharing of information about these students between the education and child welfare systems, which have neither a shared definition of the foster-care population, nor a unique student identifier common to these two systems. As a result, the education needs of these students have been unstudied and unrecognized possibly leaving many already vulnerable students in foster care trailing behind their classmates in academic achievement. This report, The Invisible Achievement Gap, Part 2: How the Foster Care Experiences of California Public School Are Associated with Their Education Outcomes, with support from the Stuart Foundation, continues the effort to better understand the education outcomes of students in foster care in California. Part 1, published in 2013, documented that students in foster care were a distinct subgroup of at-risk students with education outcomes that were consistently poorer than those of the broader population of students, including English language learners, students with disabilities, and those with low socioeconomic status (low SES). Part 2 underscores the relative educational disadvantage of students in foster care and highlights the differences in education experiences and outcomes by key characteristics of foster care placements, such as time in foster care, the type of foster care placement, and the number of foster care placements during the school year. This report describes important associations between foster care placement types and disability diagnosis, school changes, standardized-test performance, and dropout and graduation rates. The Invisible Achievement Gap, Part 2 also highlights the dynamics between student length of stay in the foster care system, disability diagnosis, and school changes. Finally, this report documents the association between foster care placement instability and school changes, low-standardized-test performance, as well as higher dropout rates and lower graduation rates findings suggesting that despite legislation such as California Assembly Bill 490, which attempted to ensure school stability, as well as the timely transfer of records, grades, and credits between schools when students enter or change foster care placements, additional efforts may be needed to support the education needs of students in foster care. The Invisible Achievement Gap, parts one and two break new ground on the issue of education for students in the foster care system. First, this research links statewide, individual-level student education and child welfare data to create a first-ever education snapshot of K 12 students in foster care in California. Second, these reports come at a time when California is beginning its efforts to track the academic progress of all students in foster care the first state in the nation to do so. Finally, the current report documents specific aspects of the foster care experience correlated with poorer education outcomes, i

12 providing information for policymakers and program administrators to consider in efforts to improve the academic success of students in foster care. in foster care were characterized as follows: The experiences of students in foster care by the numbers. In California, 43,140 students in grades K 12 and between the ages of 5 and 17 were in child welfare-supervised foster care during all or part of the 2009/2010 school year. In this context foster care is a generic term that includes all care of children removed from their parents due to various forms of abuse and neglect where the child is placed in an out-of-home setting supervised by a county child welfare agency. This care is provided in a variety of settings ranging from the homes of relatives to institutions. Among these are foster homes which are either certified by private child-placing foster family agencies ( FFA certified foster homes ) or, less often, licensed by either counties or the state ( licensed foster homes ). Most students were in foster care because of neglect (78 percent). Others were in care due to physical abuse (11 percent), sexual abuse (4 percent), or for other reasons (7 percent). 43 percent of these students were Hispanic, 26 percent African American, 23 percent white, and 3 percent Asian/Pacific Islander. Nearly one-third of students in foster care (32 percent) were placed in foster homes certified by private foster family agencies (FFAs) while another 30 percent were placed in kinship care. Among the remaining students in foster care, 15 percent were placed with guardians, 10 percent in group homes, and 8 percent in licensed foster homes. More than four in ten (43 percent) students in foster care had been in care for more than three years, while 28 percent had been in care less than one year. Among students in foster care, more than one in three (37 percent) experienced two or more placements during the study period. By the end of the school year, 11,400 (26 percent) of students in foster care had exited the foster care system. The remaining 74 percent were still in care. Finding 1: in foster care constituted an at-risk subgroup that was distinct from low SES students. in every type of foster care placement lagged significantly behind their peers who were not in foster care. Regardless of the characteristics of their foster care experience, students in foster care remained a distinctively disadvantaged subgroup; students in foster care were more likely to be diagnosed with a disability, to be over-age for their grade level, and to fare worse academically. Across nearly all education outcomes examined, students in foster care performed worse than their low SES peers. These disparities persisted regardless of the characteristics of a student s experiences in foster care (e.g., placement type, removal reason, number of placements, time in care). Even students placed with kin, who typically fared better academically than their peers in other placements, lagged behind students in the general student body and among low SES students. ii

13 Finding 2: in foster care were more likely than other students to change schools during the school year. School mobility was tied to a recent entry into foster care and the restrictiveness of the foster care placement setting. in foster care experienced much higher rates of school mobility than other students. Foster care placement instability and placement in more restrictive settings were strongly correlated with heightened school mobility. Also noteworthy was the apparent relationship between a recent entry into foster care and school instability. Among students who had been in foster care for less than one year, 17 percent were enrolled in three or more schools during the academic year. Alternately, among students who had been in care for three or more years, 6 percent attended three or more schools during the school year. Finding 3: in foster care were more likely than the general population of students to be enrolled in the lowest-performing schools and more likely to be enrolled in nontraditional schools. By high school, one in five students in foster care were attending a nontraditional school. Using California s Academic Performance Index as an annual measure of school test-score performance, the distribution of students in foster care was examined by school rank. in foster care, along with their low SES peers, were consistently more likely than the general student body to attend the lowest-performing schools, and less likely to attend the highest-performing schools. in foster care were also more likely to be enrolled in a nontraditional school. Overall, 11 percent of students in foster care attended a nontraditional school, although the distribution and demographic breakdown of students in nontraditional schools varied by grade level and placement type. Among elementary school students in foster care, 3 percent were in nontraditional schools, while 8 percent of middle school students in foster care attended nontraditional schools. Among high school students in foster care, 21 percent attended a nontraditional school. More than half (53 percent) of students in foster care enrolled in nontraditional schools were diagnosed with emotional disturbance. Finding 4: in foster care had the lowest participation rate in California s statewide testing program and participation was tied to placement instability. in foster care had consistently lower participation rates in California s Standardized Testing and Reporting (STAR) Program. Testing participation rates were linked with foster care placement instability. As placement instability increased, testing participation decreased. Ninety-one percent of students in foster care who experienced only one placement during the school year participated in the STAR Program. Participation dropped to 86 percent among students with two placements, and 73 percent among students with three or more placements. iii

14 Finding 5: Statewide testing documented an achievement gap for students in foster care. Educational disadvantage was greatest in upper grade levels, among students in group homes, and for students who experienced three or more placements. There was a significant achievement gap between students in foster care and other low SES students. in foster care consistently fell short of achieving proficiency in English language arts and elementary mathematics. Among foster care students in elementary school, 33 percent scored below or far below basic in English language arts, and 37 percent of middle school students in foster care scored in these lowest two levels. By high school, 49 percent of foster care students scored below or far below basic in English language arts. Similarly, in elementary school 32 percent of foster care students scored below or far below basic in mathematics. In middle school this figure was 45 percent (testing of students in general mathematics is not conducted in high school). Achievement gaps in English language arts and mathematics were particularly apparent for students placed in group homes relative to other students in foster care, a finding that is consistent with the apparent association between grade level and poorer educational performance. Among students placed in group homes, 61 percent tested below or far below basic in English language arts and 66 percent tested at these lowest two levels in mathematics. Roughly two out of every three students in a group home placement failed to attain proficiency in either English language arts or mathematics. In addition, the number of placements students experienced during the school year was correlated with low performance in English language arts and mathematics, particularly among students who experienced three or more placements. Among students who experienced three or more placements, 50 percent scored below or far below basic in English language arts and 44 percent scored in the lowest two levels in mathematics. Finding 6: Among all high school students, those in foster care had the highest dropout and lowest graduation rates; students in more stable placements showed better performance for both of these education outcomes. in foster care were less likely to pass the California high school exit exam (CAHSEE), more likely to drop out, and less likely to graduate than the statewide student population and low SES students. Placement type was correlated with student dropout and graduation rates. Among students in grades 9 12 living in group homes, 14 percent dropped out. Alternately, students placed in guardian placements (4 percent) were among the least likely to drop out. Similarly, students in kinship and guardianship placements were the most likely of foster care grade-12 students to graduate from high school at the end of the school year (64 percent and 71 percent, respectively). In contrast, students in group homes (35 percent) were among the least likely to graduate. Whereas students with one placement (63 percent) were the most likely to graduate, students with three or more placements (43 percent) were least likely. iv

15 Acknowledgements We would like to thank our many colleagues who contributed to this report. This study, born out of a shared interest in the need to improve education outcomes for students in foster care, was carried out in partnership with staff at the Center for the Future of Teaching and Learning at WestEd. It would not have been possible to produce this report without the tremendous commitment and expertise of BethAnn Berliner, Holly Jacobson, and Patsy Wilkes. This project was funded by the Stuart Foundation. We are deeply appreciative of the foundation s leadership and sustained investments in research and programs intended to improve education outcomes for students in foster care. Underlying the foundation s generous support for this work has been the strategic guidance and ongoing support of Teri Kook and Michelle Francois Traiman. The data linkages necessary for this research were made possible thanks to the longstanding collaboration between the California Child Welfare Indicators Project at the University of California, Berkeley and the California Department of Social Services (CDSS), supported by funding from both CDSS and the Stuart Foundation. We are grateful for the work of Webb Hester, Akhtar Khan, Tom Leigh, Will Lightbourne, Greg Rose, Alicia Sandoval, Heather Yee, and other colleagues at CDSS. Additional thanks is extended to the California Department of Education, particularly Keric Ashley, Meredith Babcock Roberson, Joanna Knieriem, Deborah Sigman, and Matt Taylor. v

16 vi

17 Introduction California, like many other states, has had little statewide information about the education of school-aged children in the foster care system, despite the state s legal responsibility for these children. California has not tracked how many students in foster care attend public schools, where they are enrolled, how well they fare academically, or whether they receive the education supports and services they need for success. At the school level, classroom teachers and other educators are generally unaware of students foster care In some ways I wanted them status. This is largely due to challenges related to know. I wanted them to to the availability, collection, and sharing of know that I was in the system information about these students between the because I was, like, dying education and child welfare systems, which have for help. neither a shared definition of the foster-care population, nor student identifiers common to Student in foster care the two systems. As a result, the education needs of these students have been unstudied and unrecognized possibly leaving many already vulnerable students in foster care trailing behind their classmates in academic achievement. The Invisible Achievement Gap, Part 1: Education Outcomes of in Foster Care in California s Public Schools, prepared by The Center for the Future of Teaching and Learning, was released in October Part 1 compared students in foster care to all California K 12 students, low-socioeconomic status (low SES) students, and other at-risk student subgroups. in foster care were found to be an at-risk subgroup distinct from low SES and other at-risk student groups. Relative to other at-risk student subgroups, students in foster care were more likely to change schools; to be diagnosed with a disability, particularly one of emotional disturbance; to be enrolled in nontraditional schools; to be at least a year older than the median age for their grade level; and to not participate in California s statewide testing program. in foster care also had notably lower rates of proficiency in English language arts and mathematics; had the highest single-year dropout rates; and had the lowest graduation rates. This report, The Invisible Achievement Gap, Part 2: How the Foster Care Experiences of California Public School Are Associated with Their Education Outcomes, further contextualizes the education experiences of students in foster care by examining variations among these students through the lens of characteristics unique to the foster care experience such as the maltreatment allegations that led to placement, the number and type of placements, and the length of time spent in care. Together, this report and The Invisible Achievement Gap, Part 1 break new ground on the issue of education for students in the foster care system. First, these reports link statewide individual-level student-education and child welfare data to create a first-ever education 1

18 snapshot of K 12 students in foster care in California. Second, these reports come at a time when California is just beginning to track the academic progress of all students in foster care the first state in the nation to do so. Taken together, these reports demonstrate that California students in foster care have unique characteristics that justify their identification as a separate at-risk student subgroup and that this subgroup has a significant achievement gap compared to other students. These reports document aspects of the foster care experience that are correlated with poorer education outcomes, providing information for policymakers that may help improve the academic success of students in foster care. It is important to note that this study represents a cross-sectional snapshot of students who were in foster care during all or part of the August 1, 2009 to June 1, 2010 school year. The limitations of cross-sectional data are notable. Cross-sectional studies of child welfare populations tend to capture the experiences of children with longer stays in foster care children who often differ significantly from children placed in foster care for short time periods. The cross-sectional nature of this study also means that we have failed to capture the cumulative number of children who experienced an out-of-home foster care placement at some point between entry into kindergarten and age 18. Unobserved factors related to both a child s placement in foster care and poor education outcomes undoubtedly contribute to the relationships and findings that emerge. Due to the cross-sectional and observational nature of the data, no causal explanations can be derived from the findings of this report. Additionally, although a number of education disparities existed based on race/ethnicity, these findings are not discussed in this report. The rationale for this decision was two-fold. First, race/ethnicity represents a demographic attribute rather than a characteristic of the foster care experience. Additionally, without returning to the full population of low SES children and making comparisons between students of a given race/ ethnicity in foster care versus those of the same race/ethnicity who were not in foster care, a very partial story was likely to be told. Given these concerns, race/ethnicity demographics are provided for all major education outcomes in the tables, but are not discussed in the body of the report itself. 2

19 Data and Study Populations The findings of this study are derived from a unique dataset that links statewide individual student education data from California s Longitudinal Pupil Achievement Data System (CALPADS) and individual client records from California s Child Welfare Services Case Management System (CWS/CMS). These data sources were matched to identify the education records of all K-12 students ages 5 17 who had a child welfare supervised foster care placement between August 1, 2009 and June 1, While Part 1 of this study, The Invisible Achievement Gap: Education Outcomes of in Foster Care in California s Public Schools, compared education outcomes of students in foster care to those of all K-12 students, other low SES students, and those in other at-risk student subgroups, Part 2 presents a within-group analysis of California s foster youth, focusing on education outcomes in terms of key foster care characteristics. The core placement-related variables examined for students in foster care include the following: Removal reason indicates the maltreatment allegation that resulted in the student being removed and placed into foster care. Categories include neglect, physical abuse, sexual abuse, and other. Other removal reason includes law violation/status offense and reasons categorized in CWS/CMS as other. Child s placement type captures the last type of placement that a child was living in while they were in foster care. Categories include pre-adoption placement, kinship or relative care, county/state licensed foster home, private foster family agency (FFA) certified home, group home, guardianship placement, and other, such as court specified home and shelter care. Time in care indicates the length of a child s current episode in foster care. Episode length was measured based on a student s entry into care, with an end date set to when the child exited foster care or June 1, 2010, whichever came first. Number of placements indicates the number of distinct foster care placements a child experienced during the academic-year study window. The child s status in care and/or exit type indicates whether or not the child exited foster care and if so, what that exit was by the end of the school year. Exit categories include reunification with family of origin, adoption, placement with a permanent guardian, emancipation, and other (e.g., incarceration, hospitalization). For more information on the methodology for this study and definitions of key education terms, please see Appendix A of The Invisible Achievement Gap: Education Outcomes of in Foster Care in California s Public Schools, Part 1. For additional information on key child welfare terms, please see Appendix A of the current report. 3

AT GREATER RISK California Foster Youth and the Path from High School to College Independent of such risk factors as having a disability, California youth in foster care are less likely than other students

The Invisible Achievement Gap Education Outcomes of Students in Foster Care in California s Public Schools PART ONE Vanessa X. Barrat BethAnn Berliner This study was conducted under the auspices of the

Allen Elementary School April 4, 216 Dear Parents and Community Members: We are pleased to present you with the (AER), which provides key information on the 214-15 educational progress for the. The AER

NUMBERS AND TRENDS March 2016 Foster Care Statistics 2014 This factsheet provides the most recent national statistical estimates for children and youth in foster care from fiscal year (FY) 2014 and also

Who is Placed in the Supervised Independent Living Placement (SILP)? By Amy Lemley, Policy Director Background On January 1, 2012, the State of California implemented extended foster care, which increased

Introduction: Online school report cards are not new in North Carolina. The North Carolina Department of Public Instruction (NCDPI) has been reporting ABCs results since 1996-97. In 2001, the state General

Student Placement in Mathematics Courses by Demographic Group Background To fulfill the CCCCO Matriculation Standard of determining the proportion of students by ethnic, gender, age, and disability groups

Transitioning English Language Learners in Massachusetts: An Exploratory Data Review March 2012 i This document was prepared by the Massachusetts Department of Elementary and Secondary Education Mitchell

Cardiff Elementary School School Accountability Report Card Reported Using Data from the 2010 11 School Year Published During 2011 12 Every school in California is required by state law to publish a School

CHARTER SCHOOL PERFORMANCE IN PENNSYLVANIA credo.stanford.edu April 2011 TABLE OF CONTENTS INTRODUCTION... 3 DISTRIBUTION OF CHARTER SCHOOL PERFORMANCE IN PENNSYLVANIA... 7 CHARTER SCHOOL IMPACT BY DELIVERY

Student Achievement in Florida s Schools: A Comparison of the Performance of School Students with Public School Students FLORIDA DEPARTMENT OF EDUCATIO Improving K-12 Educational Choice Options N Student

Guide to 2016 Ohio School Report Cards This guide to the online Ohio School Report Cards provides an overview and explanation of the key components of Ohio s 2016 report cards. The six components are Achievement,

Early Grade Retention and Student Success Evidence from Los Angeles Jill S. Cannon Stephen Lipscomb with research support from Karina Jaquet Supported with funding from The William and Flora Hewlett Foundation

Los Angeles LCAPs Reviewed How did the 80+ Los Angeles County school districts address the needs of foster youth in their Year 1 Local Control and Accountability Plans? April 2015 Foster Youth in California

SAMPLE RESOLUTION Early Childhood Education Draft Board Resolution How To Use This Resolution California s new school funding law, (the Local Control Funding Formula or LCFF) provides an opportunity for

U.S. Department of Education NCES 2011-462 AMERICA S High School Graduates results of the 2009 naep high school transcript study What is the High School Transcript Study? The High School Transcript Study

Student Achievement in Florida s Schools: A Comparison of the Performance of School Students with Public School Students FLORIDA DEPARTMENT OF EDUCATION Improving K-12 Educational Choice Options Student

Massachusetts School-to-College Report High School Class of 2005 February 2008 This report was produced in part with the financial support of the National Governors Association and the Nellie Mae Education

Child and Family Services Review 3: Outcome Measure Performance & Accountability System Planning Webinar: November 3, 2015: 9:00 am 11:00 am If you do not have speakers or a headset Dial 888-531-7584 to

ARTICLE OCTOBER 2013 Marriage and divorce: patterns by gender, race, and educational attainment Using data from the National Longitudinal Survey of Youth 1979 (NLSY79), this article examines s and divorces

Chapter Three OVERVIEW OF CURRENT SCHOOL ADMINISTRATORS The first step in understanding the careers of school administrators is to describe the numbers and characteristics of those currently filling these

U.S. DEPARTMENT OF HEALTH AND HUMAN SERVICES Administration for Children and Families Administration on Children, Youth and Families Children s Bureau Final Report South Carolina Child and Family Services

Estimates of New HIV Infections in the United States Accurately tracking the HIV epidemic is essential to the nation s HIV prevention efforts. Yet monitoring trends in new HIV infections has historically

www.erdc.wa.gov ERDC Research Brief 2011-01 Longitudinal Studies January 2011 WHO LEAVES TEACHING AND WHERE DO THEY GO? Washington State Teachers The Washington State Education Research & Data Center (ERDC)

Chapter 5: Analysis of The National Education Longitudinal Study (NELS:88) Introduction The National Educational Longitudinal Survey (NELS:88) followed students from 8 th grade in 1988 to 10 th grade in

February 2003 Report No. 03-17 Bright Futures Contributes to Improved College Preparation, Affordability, and Enrollment at a glance Since the Bright Futures program was created in 1997, Florida s high

1 OVERVIEW GRADE SPAN 912 395262 SCOTCH PLAINS, NEW JERSEY 776 1. This school's academic performance is very high when compared to schools across the state. Additionally, its academic performance is very

April 2005 AFTER HIGH SCHOOL: A FIRST LOOK AT THE POSTSCHOOL EXPERIENCES OF YOUTH WITH DISABILITIES A Report from the National Longitudinal Transition Study-2 (NLTS2) Executive Summary Prepared for: Office

Maine High School Graduates: Trends in College-Going, Persistence, and Completion August 2015 This report summarizes data from the Maine Department of Education (DOE) and the National Student Clearinghouse

GAO United States General Accounting Office Report to the Ranking Minority Member, Committee on Ways and Means, House of Representatives December 2002 SCHOOL FINANCE Per-Pupil Spending Differences between

Achievement Performance Indicators Performance Index The Performance Indicators show how many students have a minimum, or proficient, level of knowledge. These indicators are not new to Ohio students or

CHARTER SCHOOL PERFORMANCE IN INDIANA credo.stanford.edu March 2011 TABLE OF CONTENTS INTRODUCTION... 3 CHARTER SCHOOL IMPACT BY STUDENTS YEARS OF ENROLLMENT AND AGE OF SCHOOL... 6 DISTRIBUTION OF CHARTER

U.S. Department of Education March 2014 Participation and pass rates for college preparatory transition courses in Kentucky Christine Mokher CNA Key findings This study of Kentucky students who take college

103 Transition from High School to Work or College: How Special Education Students Fare Mary M. Wagner Jose Blackorby Abstract Results are reported from the National Longitudinal Transition Study of Special

Opportunities Suspended: The Disparate Impact of Disciplinary Exclusion from School By Daniel J. Losen 1 and Jonathan Gillespie 2 EXECUTIVE SUMMARY Does anybody know how many students were suspended from

SOUTH PEKIN SD 37 SOUTH PEKIN, ILLINOIS and federal laws require public school districts to release report cards to the public each year. 2 7 ILLINOIS DISTRICT REPORT CARD STUDENTS RACIAL/ETHNIC BACKGROUND

School Indicators for New York City Charter Schools 2013-2014 School Year July 2015 IBO New York City Independent Budget Office Ronnie Lowenstein, Director 110 William St., 14th floor New York, NY 10038

The Kentucky Department of Education s mission is to prepare all Kentucky students for nextgeneration learning, work and citizenship by engaging schools, districts, families and communities through excellent

Site Profile OVERVIEW Orange County Social Services became a Family to Family site in June 2003 and received a 3-year grant from the Stuart Foundation in 2004 to assist with implementation. Orange County

A Message to the 81 st Texas Legislature Dismantle the Cradle to Prison Pipeline There is a growing epidemic that threatens the health and prosperity of all Texans. Because of the Cradle to Prison Pipeline

Wolf Point Public Schools Southside School Northside School Junior High School High School Wolf Point, Montana Districts 45 and 45A Report Card 2012-2013 School Year 1 BELIEVE -- ACHIEVE -- SUCCEED Mission

5-6--7- Wm Fremd High Township HSD Palatine, ILLINOIS GRADES : 9 Wm Fremd High ILLINOIS SCHOOL REPORT CARD and federal laws require public school districts to release report cards to the public each year.

Iowa School District Profiles Overview This profile describes enrollment trends, student performance, income levels, population, and other characteristics of the Central City public school district. The

The Kentucky Department of Education s mission is to prepare all Kentucky students for nextgeneration learning, work and citizenship by engaging schools, districts, families and communities through excellent

5. EMPLOYMENT OF YOUTH WITH DISABILITIES AFTER HIGH SCHOOL By Renée Cameto Employment is the norm in American society, and it often begins at an early age. Approximately half of 12- and 13-year-olds in

Page 1 of 28 OVERVIEW 201415 0408 0 806320920 The New Jersey Department of Education (NJDOE) is pleased to present these annual reports of Performance. These reports are designed to inform parents, educators

Virginia s College and Career Readiness Initiative In 1995, Virginia began a broad educational reform program that resulted in revised, rigorous content standards, the Virginia Standards of Learning (SOL),

COMMUNITY SCHOOL SUCCESS IN THE BAY AREA AND BEYOND Children living in poverty are five times more likely to drop out of high school than their higher-income peers, and only 9 percent will obtain a college

7. Students with Disabilities in Elementary and Middle School: Progress among Challenges By Jose Blackorby and Mary Wagner This report addresses the question of how students with disabilities are doing

St. Paul Children s Collabora4ve Youth Master Plan Data Update 2014 SIX GOALS Learn: Children are ready for Kindergarten Children are reading by third grade Grow: Children have health care coverage Children

Student Mobility and the Impact on Student Assessment Scores STUDENT MOBILITY AND THE IMPACT ON STUDENT ASSESSMENT SCORES IN HOLYOKE The Holyoke Public School District completed a study on student mobility

NATIONAL LATINO RESEARCH CENTER PROGRESS REPORT: Ethnic Disparities in Higher Education in North County San Diego This draft report was created by Carolyn Kitzmann, NLRC Research Analyst Arcela Núñez-Álvarez,

Data Housed at the North Carolina Education Research Data Center District-level data Community Index Data, Year 2004 Each file has one record per Local Education Agency with the percent of students (a)

Review of Special Education in the Commonwealth of Massachusetts Thomas Hehir and Associates Thomas Hehir, Todd Grindal and Hadas Eidelman Boston, Massachusetts April 2012 Report commissioned by the Massachusetts

Youth Data Archive Issue Brief October 2012 Math Placement Acceleration Initiative at the City College of San Francisco Developed with San Francisco Unified School District Betsy Williams Background This

The Condition of College & Career Readiness l 2011 ACT is an independent, not-for-profit organization that provides assessment, research, information, and program management services in the broad areas

Bangor Central Elementary School 24-25 Melissa Vrable; Principal March 23, 26 Dear Parents and Community Members: We are pleased to present you with the (AER) which provides key information on the 24 5

The Role of Transfer in the Attainment of Bachelor s Degrees at Washington Public Baccalaureate Institutions, Class of 2006 By: SESRC Puget Sound Division Paul Stern, Kirby Pitman, and Dave Pavelchek June

The Bottom Line Is Children Public Education In Bucks County The Basics 13 school districts with 86,494 students The instructional spending gap between the highest and lowest spending districts is at least

Primary School Net and Gross Attendance Rates, Uganda More than three quarters of primary school age children in Uganda attend school and gender parity in attendance has been achieved. of children ages